Teachers of English. Manteo High School - Weeks 1-3 Weekly Assignment Sheet #1 Unit 1: Fiction and Nonfiction The short story "The Cask of Amontillado," by Edgar Allan Poe is an effective venue for teaching English I Literary terms. The following lesson plan is designed to engage the reader in a deeper than superficial reading of the text. It is also designed to elicit discussion and written critical-thinking responses. This lesson assumes that the literary terms have already been introduced. However, if they have not, the teacher will use this lesson to introduce these terms in the contest of the literature.
Learning outcomes
Student will:
read and comprehend the short story "The Cask of Amontillado" by Edgar Allan Poe
identify and explain the use of literary terms and techiniques in the work.
analyze the characters' motivations and apply themes from the story to their own lives.
Time Required for Lesson: 5 days NC. WL.1.02.2, Lt.5.01.8, Lt.5.03.2, Lt.5.03.6 Reading Information Materials; Healthy Articles and Newspaper Article; and Cookbooks Reading Skills: Make Predictions
Read "The Girl that Can" Writing Workshop: Narration: Autobiographical Narrative and Biographical Narrative, p.88 PHL. Writing Workshop 2: Exposition: Problem-and-Solution Essay, p. 162 PHL. Information Materials: NC.IR.2.03.2; Problem Solution Essay: NCWL.1.01.4, FA.3.03.1, FA.3.03.3; Evaluating A Speech: NC. FA.3.01.3, FA.3.01.4; Using a Dictionary or Spell-checker NC. GU.6.01.6, GU.6.02.4
Grammar and Vocab.
Read Aloud
Project
Independent Reading
Homework
Tues.
Introduce Fiction and Nonfiction Lit. Terms
Daily Edit
Poe Vocab.
Preteach Lit. Analysis, Reading Skills, and Vocab. Builder, Teaching Notes (p. 46) for "The Cask of Amontillado"
Library: research a problem concerning health issues
Read a poem by Edgar Allan Poe
Find an addition poem by Edgar Allan Poe to read aloud to the class; study nonfiction and fiction lit. terms
Wed.
Review Nonfiction and fiction Lit. terms and develop vocab.: precluded, retribution, explicit, tantalizingly, furtive, reciprocate. Act out the human plot line: exposition, rising action, climax, falling action, resolution. Identify foreshadows and suspense, p.69 (PHL)
Make predictions about the story. Respond to questions, recall, assess, and evaluate understanding. Use a chart to analysis key events, p. 68 (PHL)
Continue Library research: Health issue
Select one of Poe’s poems to analyze: see example of a poetry analysis
Create a poster that depicts the human plot line and images and themes that appear in “The Cask of Amontillado”
Thur.
Use vocab. learned and write a biography about Poe and edited; Learn new vocab. fertile; comprehension, humble,p.72(PHL)
Write an autobiography about yourself and edit after reading “The Girl that Can,"
pp.77-84(PHL); peer edit and type: see p. 88-92(PHL) for instructions
Look at United Streaming Health Issues and complete a annotated bibliography page (see example)
Read selected Health issues and write and essay about the problem and the possible solution to the problem
Rough Draft of Health Research Paper; Also, final draft of Poe Biography And Autobiography
Fri.
Check vocabulary used in all three homework papers and edit once more
Summative Review of nonfiction, fiction
Lab: Works Cited (due at the end of class
Read News letters about Health issues and discuss
Final drafts of all essays due and Works Cited.
Mon.
Master fiction and nonfiction terms: first-person point of view, third-person, third-person omniscient, third-person limited
Take EOC practice test in the textbook, Pages: T45 – T51 (PHL).
Write a letter to a good friend on the meaning of honesty. You may use the ideas presented on pg. T44 (PHL) Study scoring rubric on pp. T42-43 (PHL)
Reading Information Materials: pp.42-45. Complete EOC practice,p.45(PHL) Collect a healthy receipt and write a process paper on how to create this special dish.
Edit and type the process paper. Place MLA header on all essays and double space
Poe Vocab. quiz
Nonfiction terms quiz
Materials/Resources: a copy of the story(PHL); colored pencils; blank paper; worksheet with pre-activity, post-reading, and written responses. Technology Resources: computer lab with access to a word processing program. Microsoft Pub./Power Point and the Internet. Important Cornell Notes:Provide notes for lit. terms, nonfiction and fiction terms, Health Research and page references for essays. Pre Activities
Teacher give mini-lecture informing students of biobraphical and historical information about Edgar Allan Poe (see relevant power point and websites).
Teacher gives students a pre-reading assignment to build their background knowledge and to connect their personal experiences to those of the main character. Teacher asks them to write brief responses (2-3 sentences) to the attached suggested questions.
Teacher facilitates whole class discussion of their answers to the pre-reading question (approx. 15-25 minutes)
Teacher writes the definition of the following words on the board and instructs the student to copy them: cask, amontillado, Carnival, catacombs, impunity, nitre, virtuoso. Activities
1. Teacher and students read "The Cask of Amontillado" and teacher presents pictures of the other critical vocabulary words as they appear in the text (See Table Modifications for additional tips).
2. Teacher gives the students a post-reading written assignment requiring them to answer the suggested question (see attached worksheet).
3. Teacher facilitates a whole class discussion of their answers to these questions (15-20 minutes). After thy have extablishe that Montresor committed this crime 50 years ago, ask them to whom and why, in their opinion, Montresor is telling this story. Students discuss these answers with teacher input when necessary.
4. After reading the story, the teacher gives the students question (see attached worksheet) requiring a written response emphasizing analysis of literary terms found in the text; setting, characterization, narrator, mood, protagonist, antagonist, symbol, irony, rising action, suspense, climax, irony, foreshadowing, flashback, tone, falling action, resolution. Assessment
Teacher should include the questions in activity #4 as an assessment of student comprehension of literary terms and techniques.
Teacher should include both pre-and post-reading questions as a method of assessing student participation.
Teacher should pair students after the work of literature has been read to create an illustrated book cover. The book cover should include a picture (either drawn or clip art) and a brief synopsis of the work in an attempt to pique the interest of a potential reader. Information about the author should also be included on the inside flap.
Teacher should pair students for an oral presentation of a brochure, advertising the Montresor mansion as a tourist attraction. The students willl be responsible for illustrating the brochure and for writing the introduction to acquire the interest of potential tourist.
A rubric entitled "Making a Brochure Rubric" has been created for this lesson plan and is attached at the bottom of this page. Download and save it. Modifications
Optional
Weeks 3 -4
Weekly Assignment Sheet 2
Unit 1: Reading Informational Materials: Read to Perform a Task: Recipes, p. 43
IR.201.1 With Informationa texts, use reaing strategies appropriate to reader's purpose.
CT.4.03.8 Make connections between works, self and related topic in communication.
LT.5.01.10 Understand the importance of cultural and historical impact on texts.
Reading Informational Materials: Recognize the Organizational Features of a Text: Dictionary, p. 119
IR.2.01.2 Analyze text components and evaluate impact on text and on research
CT.4.03.1 Select, monitor, and modify reading strategies appropriate to critiquing work.
GU.6.01.4 Address clarity and style through grammar and usage.
_ Reading and Vocabulary Skills Review: Spelling Workshop: Content Words, p. 160
GU 6.02.4 Edit for spelling and mechanics
Three Cups of Tea (Community Service Novel)Writing Workshop: Exposition: Problem-and Solution Essay (Community Service essay), p. 162
IR.2.02.4 Use description, comparison, figurative language to elaborate ideas to inform audience
FA.3.03.1 Provide relevant and convincing reasons for an informed opinion.
FA.3.03.3 Use appropriate and effective language, reasons, and structure to express an opinion.
Communications Workshop: Analyzing Broadcast Media Presentations, p. 170;
Understanding Comics: Visual Essay, page 172 IR.2.01.2 Analyze text components and evaluate impact on text and on research.
IR.2.03.3 Use visuals and media to make presentations effective in explaining procedures.
IR.2.04.3 Incorporate effective media and technology to inform about research.
Weeks 5-6
Unit 2
Read "The Gift of the Magi", pp.244-253; Also Do Pages 264 -265
Goal 3: Foundations of Argument
FA.3.02.1 State clearly a personal view that is logical and coherent.
FA.3.02.2 Engage the reader's interest or curiosity through an informed opinion.
Goal 4: Critical Thinking
CT.4.02.2 Identify and use standards to critique evaluate work.
Goal 5: Literature
LT.5.01.3 Interpret literary devices.
LT.5.03.8 Make connections between literary works, self, and related topics.
Goal 6: Grammar and Usage
GU.6.01.6 Use vocabulary strategies to discern word meanings.
Context
Setting: New York City, early 1900s
Language
Time period specific vocabulary is footnoted
Short sentences
Concept Level
Accessible (material sacrivices for love)
Literary Merit
Prize-winning author
Lexile
910L
Other
Surprise ending
Overall Rating
More accessible
Read "The Man to Send Rain Clouds", p. 266 & "Old Man of the Temple", p.275
Do page 281.
CT.4.01.4 Compare effective strategies used in different presentations/products
Lt.5.01.10 Understand the importance of cultural and historical impact on texts
EOC Practice Test, Do pages 282 -283.(Standards Assessed Lt.5.01.3; Lt.5.03.6; GU6.01.6)
Narrative Writing, p. 284
WL.1.01.1 Describe scences and incidents effectively in time and place.
Lt 5.01.2 Recognize and analyze the characteristics of literary genre
Lt.5.01.7 Determine a character's traits.
Sept.20- 25
"The Gift of the Magi" and Wednesday Writing Lab/Begin research Process and save Poe letter and description of a favorite place to created student Wikis
Sept. 28 - October 31, 2009 Lesson Plans
Sept. 28
review vocab with bingo vocab. lesson
Vocab. 3 test
“The Gift of the Magi” questions and vocab. lesson
Vocab. Lesson 4 introduction and flashcards
Sept. 29
“Gift of the Magi Test”
Vocab. 4 Parts
A –B
( Do all parts of the vocab. for hw.)
Go over research procedure
Sept 30
Write
Career Research essay with works citied page/ see handout
1 October review vocab. lesson 4 answers and flashcards
Intro. to the biography to Saki
Write five bio. questions on C-notes about Saki
Listen to Saki’s“The Open Window”
Create a short story powerpoint/see assignment
2 October vocab. lesson 4 test
grammar watch practice
continue “The Open Window “powerpoint lesson and C-notes
save wiki labs
3
4
October 5-6: See Lesson Plan Notebook for Novel Objectives
October
5
"The Open Widow" Review and Lesson 4 crossword test
Oct. 6
Begin To Kill a Mockingbird bacground with the Great Depression Powerpoint and C-Notes
Oct 7 TKAM bacground continue with C-Notes
Find a poem to learn for Poetry Out Loud
Oct.
8
Writing Center
Writing Prompt
Reseach a character/a symbol/Quotation in TKAM
Oct
9
Read Ch. 1 TKAM
Gist
Oct. 12-16
Oct.
12
Read Ch. 2 TKAM
and continue characterization analysis
Oct.
13
1st Reading of Poems Aloud before the class/staging a poetry reading
Oct.
14
Poetry Out Loud Guest Speaker
Oct.
15
Present Career powerpoints
Oct.
16
NC Mock EOC
Test
October 19-23
Oct.
19
Oct.
20
Oct.
21
Oct.
22
Oct.
23
Read chapter 3
Compare and contrast characters
and literary terms in TKAM
Continue Career Powerpoints
Poetry Out Loud Guest Speaker
Explore the understanding of the text through character presentations
EOC Mock Test
October 26-30
Oct. 26
Oct. 27
Oct. 28
Oct. 29
Oct.
30
Continue Career Presentations
Continure Career Presentations
Edit Papers in the Media Center and complete Characterization/symbol/quotation essay
Begin ch. 4 TKAM/and discuss American superstitions and folklore
No School
November 2-6
November 2
Use Card Stock and Create Theme Bloom Balls from 12 themes in ToKill a Mockingbird and explore characterization and their relationship to themes/Use theme ladders to add additional page reference to theme
November
3
READ and finish ch. 4 and half of 5/Work on Bloom Balls using characterization information in Powerpoint presentation
November
4
Create Powerpoint Bloom Balls using theme information collected: Use Powerpoint instructions
Finish and edit: Character/symbol/Quotation essay
Save all work to your wiki
November
5
Recite Poems/
Poetry Workshops and work on powerpoint and edit other essays/finish Ch. 5.
November
6
Class Competition
Poetry Out Loud/Bloom Ball workshops
Characterization in Harper Lee’s To Kill a Mockingbird
As you are reading the novel, write a description of each character’s physical appearance and personality, and indicate the events in the book that depict each character’s most important traits (indicate chapter and page):
Name of Character
Description
Personality
Important Events
Chapter/Pages
Scout (Jean Louise) Finch
Jem (Jeremy) Finch
Atticus Finch
Boo Radley (Arthur)
Calpurnia
Dill (Charles Baker Harris)
Tom Robinson
Bob Ewell
Mayella Violet Ewell
Heck Tate
Miss Maudie
Mrs. Dubose
Aunt Alexandra
Dolphus Raymond
Walter Cunningham
Maudie Atkinson
Stephanie Crawford
Reverend Sykes
Judge John Taylor
Caroline Fisher
Rachel Haverford
Burris Ewell
Mr. Avery
Nathan Radley
Uncle Jack Finch
Mr. Link Deas
Mr. B. B. Underwood
Mr. Gilmer
Mrs. Merriweather
To Kill a Mockingbird Use C-Notes
Discuss the relationship between setting and the racism aspects of the plot of ToKill a Mockingbird. (Think about where the story take place and the time period when the story took place as to the issue on racism)
What are the effects of discrimination and prejudice that Scout and Jem witnessed? Also, what is the origin of prejudice? ( Is it learned behavior?)
Use C-Notes for the next section. You must use blue or black ink!! In addition, you must write two complete sentences for every question. Use correct grammar structure!
Part 2 of the Novel – To Kill a Mockingbird
Chapter 12 – “It’s not necessary to tell all you know…you’re not gonna change any of them by talkin’right, they’ve got to want to learn themselves….” Analysis:
What is the meaning of this quotation?
Define each word and write one sentence from the novel:
4. altercation
5. austere
Questions:
Find and describe at least three clues that indicate Jem is growing up.
What national events have drawn Atticus out of town and why does Scout say these events were remote from the world of her and Jem?
How does Lula respond to Calpurnia arriving at church with Jem and Scout? How does everyone else react?
What is the offering being collected for at Calpurnia’s church, and how does it relate to Jem and Scout?
Why do you think Jem and Scout put in their own dimes for the second collection?
What “double life” does Calpurnia lead? Explain what is meant by a double life.
Technology Integrated Lesson Plan Template
Author:
Harper Lee
Title of Lesson Plan:
Journey to Maturity
Grade Level:
9-12
Subject Areas:
Language Arts
Organization: (School)
Dare County Public Schools
Approximate duration of the lesson:
Longer than 120 minutes
OVERVIEW/ ANNOTATION:
Students will relate the maturation theme of To Kill a Mockingbird with the following:
1. Personal maturity level through autobiographical writing.
2. Similar themes of other literary works, such as poems, songs and short stories through collaborative Power Point presentation.
Theme: Justice in the Face of Prejudice Grades: Grades 9-10
Summary:
Adapted from the Pulitzer Prize-winning novel by Harper Lee, the award-winning screenplay of To Kill a Mockingbird is constructed as a series of episodes recalled by its narrator, Jean Louise Finch, also known as Scout. The main plot concerns the trial of an unjustly accused black man who is steadfastly defended by Scout's father, a respected lawyer. Covering a period of one year during Scout's childhood in Alabama, the story reflects the details of small-town life in the South and examines the painfully unjust consequences of ignorance, prejudice, and hate, as well as the values of courage, honor, and decency.
THEME OPENERS# Tapping Prior Knowledge: Racism in the United States.
Have students define the word "racism." Ask students whether they've enountered racism in their own lives, and invite them to share their experiences. Students from other countries might relate experiences in their countries of origin as well as in this country. Then discuss what they know about racism in the United States, both in the past and present. Also discuss the emotions and ideas that accompany racism, such as prejudice, bias, stereotyping, and fear.
Linking to Today: Controversial Trials.
Have students discuss the public's fascination with trials currently in the news. Ask what kinds of participants and/or crimes are most likely to get extended news coverage; how the news media affects the public's interest in the trial; and what kinds of forces influence the outcome of the trial. Have students evaluate the jury system and the methods of picking jurors. Encourage them to discuss their belief in or disillusionment with the U.S. justice system, both today and in the past.
CROSSCURRICULAR ACTIVITIES# Alabama Poetry.
The poem "Freedom" comes from a section of Langston Hughes's book The Panther and the Lash entitled "Daybreak in Alabama." Have students prepare an oral presentation of the twelve poems in this section (or a group of Hughes's poems of their own selection) and read them to the class.
Song Fest.
There are many songs that describe or protest discrimination against African Americans. Have students make a collection of songs with a particular focus. For example, songs by the singer Leadbelly or by Sleepy John Estes; protest songs of the sixties; some rap songs of today. Students should present their collection along with an explaination of the thread that ties them together.
RESEARCH ASSIGNMENTS# Jury Selection Today.
It is true that in 1933 in Alabama, an African American citizen would be tried by an all-white jury composed entirely of men, and that prominent citizens could excuse themselves or be struck. Have students try and answer the question: Have the rules changed? Instruct them to write a research paper explaining the process of jury selection today, telling who can be chosen and who can be excused and why.
The Scottsboro Case.
Have students research the Scottsboro case. Have them write a persuasive essay arguing whether or not the trial parallels the one in To Kill a Mockingbird. Then have them use the Supreme Court decision, the accounts of the Scottsboro case, and information about the legal system in the 1930s to decide if the Scottsboro trial was also biased. Have them write a persuasive essay presenting their opinion and supporting it with facts.
Learn North Carolina - Search for literature lesson plans or take a look at their Best of the Web for links to many literature sites.
Read, Write, Think - Lesson plans for language arts from the International Reading Association and the National Council of
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Teachers of English.
Manteo High School - Weeks 1-3
Weekly Assignment Sheet #1
Unit 1: Fiction and Nonfiction
The short story "The Cask of Amontillado," by Edgar Allan Poe is an effective venue for teaching English I Literary terms. The following lesson plan is designed to engage the reader in a deeper than superficial reading of the text. It is also designed to elicit discussion and written critical-thinking responses. This lesson assumes that the literary terms have already been introduced. However, if they have not, the teacher will use this lesson to introduce these terms in the contest of the literature.
Learning outcomes
Student will:
- read and comprehend the short story "The Cask of Amontillado" by Edgar Allan Poe
- identify and explain the use of literary terms and techiniques in the work.
- analyze the characters' motivations and apply themes from the story to their own lives.
Time Required for Lesson: 5 daysNC. WL.1.02.2, Lt.5.01.8, Lt.5.03.2, Lt.5.03.6
Reading Information Materials; Healthy Articles and Newspaper Article; and Cookbooks
Reading Skills: Make Predictions
Read "The Girl that Can"
Writing Workshop: Narration: Autobiographical Narrative and Biographical Narrative, p.88 PHL.
Writing Workshop 2: Exposition: Problem-and-Solution Essay, p. 162 PHL.
Information Materials: NC.IR.2.03.2; Problem Solution Essay: NCWL.1.01.4, FA.3.03.1, FA.3.03.3;
Evaluating A Speech: NC. FA.3.01.3, FA.3.01.4; Using a Dictionary or Spell-checker NC. GU.6.01.6, GU.6.02.4
Daily Edit
Poe Vocab.
Use a chart to analysis key events, p. 68 (PHL)
Health issue
pp.77-84(PHL); peer edit and type: see p. 88-92(PHL) for instructions
Collect a healthy receipt and write a process paper on how to create this special dish.
Poe Vocab. quiz
Nonfiction terms quiz
Technology Resources: computer lab with access to a word processing program. Microsoft Pub./Power Point and the Internet.
Important Cornell Notes:Provide notes for lit. terms, nonfiction and fiction terms, Health Research and page references for essays.
Pre Activities
Teacher give mini-lecture informing students of biobraphical and historical information about Edgar Allan Poe (see relevant power point and websites).
Teacher gives students a pre-reading assignment to build their background knowledge and to connect their personal experiences to those of the main character. Teacher asks them to write brief responses (2-3 sentences) to the attached suggested questions.
Teacher facilitates whole class discussion of their answers to the pre-reading question (approx. 15-25 minutes)
Teacher writes the definition of the following words on the board and instructs the student to copy them: cask, amontillado, Carnival, catacombs, impunity, nitre, virtuoso.
Activities
1. Teacher and students read "The Cask of Amontillado" and teacher presents pictures of the other critical vocabulary words as they appear in the text (See Table Modifications for additional tips).
2. Teacher gives the students a post-reading written assignment requiring them to answer the suggested question (see attached worksheet).
3. Teacher facilitates a whole class discussion of their answers to these questions (15-20 minutes). After thy have extablishe that Montresor committed this crime 50 years ago, ask them to whom and why, in their opinion, Montresor is telling this story. Students discuss these answers with teacher input when necessary.
4. After reading the story, the teacher gives the students question (see attached worksheet) requiring a written response emphasizing analysis of literary terms found in the text; setting, characterization, narrator, mood, protagonist, antagonist, symbol, irony, rising action, suspense, climax, irony, foreshadowing, flashback, tone, falling action, resolution.
Assessment
Teacher should include the questions in activity #4 as an assessment of student comprehension of literary terms and techniques.
Teacher should include both pre-and post-reading questions as a method of assessing student participation.
Teacher should pair students after the work of literature has been read to create an illustrated book cover. The book cover should include a picture (either drawn or clip art) and a brief synopsis of the work in an attempt to pique the interest of a potential reader. Information about the author should also be included on the inside flap.
Teacher should pair students for an oral presentation of a brochure, advertising the Montresor mansion as a tourist attraction. The students willl be responsible for illustrating the brochure and for writing the introduction to acquire the interest of potential tourist.
A rubric entitled "Making a Brochure Rubric" has been created for this lesson plan and is attached at the bottom of this page. Download and save it.
Modifications
Optional
Weeks 3 -4
Weekly Assignment Sheet 2
Unit 1: Reading Informational Materials: Read to Perform a Task: Recipes, p. 43
IR.201.1 With Informationa texts, use reaing strategies appropriate to reader's purpose.
CT.4.03.8 Make connections between works, self and related topic in communication.
LT.5.01.10 Understand the importance of cultural and historical impact on texts.
Reading Informational Materials: Recognize the Organizational Features of a Text: Dictionary, p. 119
IR.2.01.2 Analyze text components and evaluate impact on text and on research
CT.4.03.1 Select, monitor, and modify reading strategies appropriate to critiquing work.
GU.6.01.4 Address clarity and style through grammar and usage.
_
Reading and Vocabulary Skills Review: Spelling Workshop: Content Words, p. 160
GU 6.02.4 Edit for spelling and mechanics
Three Cups of Tea (Community Service Novel) Writing Workshop: Exposition: Problem-and Solution Essay (Community Service essay), p. 162
IR.2.02.4 Use description, comparison, figurative language to elaborate ideas to inform audience
FA.3.03.1 Provide relevant and convincing reasons for an informed opinion.
FA.3.03.3 Use appropriate and effective language, reasons, and structure to express an opinion.
Communications Workshop: Analyzing Broadcast Media Presentations, p. 170;
Understanding Comics: Visual Essay, page 172
IR.2.01.2 Analyze text components and evaluate impact on text and on research.
IR.2.03.3 Use visuals and media to make presentations effective in explaining procedures.
IR.2.04.3 Incorporate effective media and technology to inform about research.
Weeks 5-6
Unit 2
Read "The Gift of the Magi", pp.244-253; Also Do Pages 264 -265
Goal 3: Foundations of Argument
FA.3.02.1 State clearly a personal view that is logical and coherent.
FA.3.02.2 Engage the reader's interest or curiosity through an informed opinion.
Goal 4: Critical Thinking
CT.4.02.2 Identify and use standards to critique evaluate work.
Goal 5: Literature
LT.5.01.3 Interpret literary devices.
LT.5.03.8 Make connections between literary works, self, and related topics.
Goal 6: Grammar and Usage
GU.6.01.6 Use vocabulary strategies to discern word meanings.
Short sentences
Read "The Man to Send Rain Clouds", p. 266 & "Old Man of the Temple", p.275
Do page 281.
CT.4.01.4 Compare effective strategies used in different presentations/products
Lt.5.01.10 Understand the importance of cultural and historical impact on texts
EOC Practice Test, Do pages 282 -283.(Standards Assessed Lt.5.01.3; Lt.5.03.6; GU6.01.6)
Narrative Writing, p. 284
WL.1.01.1 Describe scences and incidents effectively in time and place.
Lt 5.01.2 Recognize and analyze the characteristics of literary genre
Lt.5.01.7 Determine a character's traits.
Sept.20- 25
"The Gift of the Magi" and Wednesday Writing Lab/Begin research Process and save Poe letter and description of a favorite place to created student Wikis
Sept. 28 - October 31, 2009 Lesson Plans
review vocab with bingo vocab. lesson
Vocab. 3 test
“The Gift of the Magi” questions and vocab. lesson
Vocab. Lesson 4 introduction and flashcards
“Gift of the Magi Test”
Vocab. 4 Parts
A –B
( Do all parts of the vocab. for hw.)
Go over research procedure
Write
Career Research essay with works citied page/ see handout
review vocab. lesson 4 answers and flashcards
Intro. to the biography to Saki
Write five bio. questions on C-notes about Saki
Listen to Saki’s“The Open Window”
Create a short story powerpoint/see assignment
vocab. lesson 4 test
grammar watch practice
continue “The Open Window “powerpoint lesson and C-notes
save wiki labs
October 5-6: See Lesson Plan Notebook for Novel Objectives
5
"The Open Widow" Review and Lesson 4 crossword test
Begin To Kill a Mockingbird bacground with the Great Depression Powerpoint and C-Notes
TKAM bacground continue with C-Notes
Find a poem to learn for Poetry Out Loud
8
Writing Center
Writing Prompt
Reseach a character/a symbol/Quotation in TKAM
9
Read Ch. 1 TKAM
Gist
Oct. 12-16
12
Read Ch. 2 TKAM
and continue characterization analysis
13
1st Reading of Poems Aloud before the class/staging a poetry reading
14
Poetry Out Loud Guest Speaker
15
Present Career powerpoints
16
NC Mock EOC
Test
19
20
21
22
23
Compare and contrast characters
and literary terms in TKAM
30
November 2-6
Use Card Stock and Create Theme Bloom Balls from 12 themes in To Kill a Mockingbird and explore characterization and their relationship to themes/Use theme ladders to add additional page reference to theme
3
READ and finish ch. 4 and half of 5/Work on Bloom Balls using characterization information in Powerpoint presentation
4
Create Powerpoint Bloom Balls using theme information collected: Use Powerpoint instructions
Finish and edit: Character/symbol/Quotation essay
Save all work to your wiki
5
Recite Poems/
Poetry Workshops and work on powerpoint and edit other essays/finish Ch. 5.
6
Class Competition
Poetry Out Loud/Bloom Ball workshops
Characterization in Harper Lee’s To Kill a Mockingbird
As you are reading the novel, write a description of each character’s physical appearance and personality, and indicate the events in the book that depict each character’s most important traits (indicate chapter and page):
(Arthur)
(Charles Baker Harris)
To Kill a Mockingbird Use C-Notes
Use C-Notes for the next section. You must use blue or black ink!! In addition, you must write two complete sentences for every question. Use correct grammar structure!
Part 2 of the Novel – To Kill a Mockingbird
Chapter 12 – “It’s not necessary to tell all you know…you’re not gonna change any of them by talkin’right, they’ve got to want to learn themselves….”
Analysis:
Define each word and write one sentence from the novel:
4. altercation
5. austere
Questions:
ANNOTATION:
1. Personal maturity level through autobiographical writing.
2. Similar themes of other literary works, such as poems, songs and short stories through collaborative Power Point presentation.
Horton Foote
Theme: Justice in the Face of Prejudice
Grades: Grades 9-10
Summary:
Adapted from the Pulitzer Prize-winning novel by Harper Lee, the award-winning screenplay of To Kill a Mockingbird is constructed as a series of episodes recalled by its narrator, Jean Louise Finch, also known as Scout. The main plot concerns the trial of an unjustly accused black man who is steadfastly defended by Scout's father, a respected lawyer. Covering a period of one year during Scout's childhood in Alabama, the story reflects the details of small-town life in the South and examines the painfully unjust consequences of ignorance, prejudice, and hate, as well as the values of courage, honor, and decency.
- Linking to Today: Controversial Trials.
CROSSCURRICULAR ACTIVITIES# Alabama Poetry.Have students discuss the public's fascination with trials currently in the news. Ask what kinds of participants and/or crimes are most likely to get extended news coverage; how the news media affects the public's interest in the trial; and what kinds of forces influence the outcome of the trial. Have students evaluate the jury system and the methods of picking jurors. Encourage them to discuss their belief in or disillusionment with the U.S. justice system, both today and in the past.
- Song Fest.
RESEARCH ASSIGNMENTS# Jury Selection Today.There are many songs that describe or protest discrimination against African Americans. Have students make a collection of songs with a particular focus. For example, songs by the singer Leadbelly or by Sleepy John Estes; protest songs of the sixties; some rap songs of today. Students should present their collection along with an explaination of the thread that ties them together.
Have students research the Scottsboro case. Have them write a persuasive essay arguing whether or not the trial parallels the one in To Kill a Mockingbird. Then have them use the Supreme Court decision, the accounts of the Scottsboro case, and information about the legal system in the 1930s to decide if the Scottsboro trial was also biased. Have them write a persuasive essay presenting their opinion and supporting it with facts.
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